Language can be divided into 2 main parts: expressive and receptive. Expressive language is our ability to convey our thoughts into words with meaning. Basically our ability to talk. Receptive language is our understanding of what is being said to us. Both expressive and receptive language skills are necessary to be an effective communicator. When either is impaired our ability to communicate is impacted. Children on the autism spectrum will always have some sort of a language deficit depending on their actual diagnosis.
Very often expressive language is impacted to a greater degree than receptive language. This is the reason why augmentative communication with these children is so important. Augmentative communication is another means of communication which can involve pictures, picture boards or talking computers (communication devices).
One exception to this is found in children with Aspergers.
These children will usually have advanced language skills both expressive and receptive; however their pragmatic language skills are impacted to a degree which makes understanding the world around them difficult.
Pragmatic Language and Autism
All children on the autistic spectrum will have deficits in pragmatic language to some degree.
Pragmatic language refers to the social use of language. The ability to use the language skills you have to interact with the world around you.
These deficits may be subtle to an outside observer but can be profound to a child experiencing them.
Social skills deficits are very complex and they are usually mistreated and misunderstood. They are also a very emotional issue to all involved.
Imagine spending years watching your child struggle to learn to communicate and once he does you realize he still can’t use these skills to make friends.
Autism and Speech Skills
Another area that is not part of autism but quite often coexists is speech disorders. Childhood Apraxia of Speech is a severe motor speech disorder that is believed by some to occur in higher percentage of children on the autistic spectrum than in the general population. This speech disorder makes it even more difficult for these children to learn to communicate. Therapy for a severe speech disorder should be intensive and is often not very exciting.
This being said children on the autism spectrum who have other behavioral challenges will have a harder time making progress than a child who does not have an autism spectrum disorder. Minor articulation errors such as lisps will often get overlooked as they are not priorities when looking at the child as a whole.
The Central Concern of Autism
If you are a parent of a child with autism or a professional working with these children I am sure you realize the importance of getting the right and the best speech language pathologist you can find.
While these children definitely have other significant issues that need to be addressed by other experts, we can all agree that communication is the central concern in autism spectrum disorders.
Children with autism often are self-absorbed and seem to exist in a private world where they are unable to successfully communicate and interact with others. Children with autism may have difficulty developing language skills and understanding what others say to them. They also may have difficulty communicating nonverbally, such as through hand gestures, eye contact, and facial expressions.
Not every child with an autism spectrum disorder will have a language problem. A child’s ability to communicate will vary, depending upon his or her intellectual and social development. Some children with autism may be unable to speak. Others may have rich vocabularies and be able to talk about specific subjects in great detail. Most children with autism have little or no problem pronouncing words. The majority, however, have difficulty using language effectively, especially when they talk to other people. Many have problems with the meaning and rhythm of words and sentences. They also may be unable to understand body language and the nuances of vocal tones.
Below are some patterns of language use and behaviors that are often found in children with autism.
Repetitive or rigid language. Often, children with autism who can speak will say things that have no meaning or that seem out of context in conversations with others. For example, a child may count from one to five repeatedly. Or a child may continuously repeat words he or she has heard, a condition called echolalia. Immediate echolalia occurs when the child repeats words someone has just said. For example, the child may respond to a question by asking the same question. In delayed echolalia, the child will repeat words heard at an earlier time. The child may say “Do you want something to drink?” whenever he or she asks for a drink.
Some children with autism speak in a high-pitched or singsong voice or use robot-like speech. Other children with autism may use stock phrases to start a conversation. For example, a child may say “My name is Tom,” even when he talks with friends or family. Still others may repeat what they hear on television programs or commercials.
Narrow interests and exceptional abilities. Some children may be able to deliver an in-depth monologue about a topic that holds their interest, even though they may not be able to carry on a two-way conversation about the same topic. Others have musical talents or an advanced ability to count and do math calculations. Approximately 10 percent of children with autism show “savant” skills, or extremely high abilities in specific areas, such as calendar calculation, music, or math.
Uneven language development. Many children with autism develop some speech and language skills, but not to a normal level of ability, and their progress is usually uneven. For example, they may develop a strong vocabulary in a particular area of interest very quickly. Many children have good memories for information just heard or seen. Some children may be able to read words before 5 years of age, but they may not comprehend what they have read. They often do not respond to the speech of others and may not respond to their own names.As a result, children with autism sometimes are mistakenly thought to have a hearing problem.
Poor nonverbal conversation skills. Children with autism often are unable to use gestures—such as pointing to an object—to give meaning to their speech. They often avoid eye contact, which can make them seem rude, uninterested, or inattentive. Without meaningful gestures or the language to communicate, many children with autism become frustrated in their attempts to make their feelings and needs known. They may act out their frustrations through vocal outbursts or other inappropriate behaviors.
How are the speech and language problems of autism treated? If a doctor suspects a child has autism or another developmental disability, he or she usually will refer the child to a variety of specialists, including a speech-language pathologist. This is a health professional trained to treat individuals with voice, speech, and language disorders. The speech-language pathologist will perform a comprehensive evaluation of the child’s ability to communicate and design an appropriate treatment program. In addition, the pathologist might make a referral for audiological testing to make sure the child’s hearing is normal.
Teaching children with autism how to communicate is essential in helping them reach their full potential. There are many different approaches to improve communication skills in a child with autism. The best treatment program begins early, during the preschool years, and is tailored to the child’s age and interests. It also will address both the child’s behavior and communication skills and offer regular reinforcement of positive actions. Most children with autism respond well to highly structured, specialized programs. Parents or primary caregivers as well as other family members should be involved in the treatment program so it will become part of the child’s daily life.
For some younger children, improving verbal communication is a realistic goal of treatment. Parents and caregivers can increase a child’s chance of reaching this goal by paying attention to his or her language development early on. Just as toddlers learn to crawl before they walk, children first develop pre-language skills before they begin to use words. These skills include using eye contact, gestures, body movements, and babbling and other vocalizations to help them communicate. Children who lack these skills may be evaluated and treated by a speech-language pathologist to prevent further developmental delays.
For slightly older children with autism, basic communication training often emphasizes the functional use of language, such as learning to hold a conversation with another person, which includes staying on topic and taking turns speaking.
Experts estimate that as many as 25 percent of all children with autism may never develop verbal language skills. For some of these children, the goal may be to acquire gestured communication, such as the use of sign language. For others, the goal may be to communicate by means of a symbol system in which pictures are used to convey thoughts. Symbol systems can range from picture boards or cards to sophisticated electronic devices that generate speech through the use of buttons that represent common items or actions.
Source: http://www.nidcd.nih.gov/health/voice/pages/autism.aspx
How Autism Affects Speech and Language
Autism and Language Skills
Language can be divided into 2 main parts: expressive and receptive.
Expressive language is our ability to convey our thoughts into words with meaning. Basically our ability to talk. Receptive language is our understanding of what is being said to us. Both expressive and receptive language skills are necessary to be an effective communicator. When either is impaired our ability to communicate is impacted. Children on the autism spectrum will always have some sort of a language deficit depending on their actual diagnosis.
Very often expressive language is impacted to a greater degree than receptive language. This is the reason why augmentative communication with these children is so important. Augmentative communication is another means of communication which can involve pictures, picture boards or talking computers (communication devices).
One exception to this is found in children with Aspergers.
These children will usually have advanced language skills both expressive and receptive; however their pragmatic language skills are impacted to a degree which makes understanding the world around them difficult.
Pragmatic Language and Autism
All children on the autistic spectrum will have deficits in pragmatic language to some degree.
Pragmatic language refers to the social use of language. The ability to use the language skills you have to interact with the world around you.
These deficits may be subtle to an outside observer but can be profound to a child experiencing them.
Social skills deficits are very complex and they are usually mistreated and misunderstood. They are also a very emotional issue to all involved.
Imagine spending years watching your child struggle to learn to communicate and once he does you realize he still can’t use these skills to make friends.
Autism and Speech Skills
Another area that is not part of autism but quite often coexists is speech disorders.
Childhood Apraxia of Speech is a severe motor speech disorder that is believed by some to occur in higher percentage of children on the autistic spectrum than in the general population. This speech disorder makes it even more difficult for these children to learn to communicate. Therapy for a severe speech disorder should be intensive and is often not very exciting.
This being said children on the autism spectrum who have other behavioral challenges will have a harder time making progress than a child who does not have an autism spectrum disorder. Minor articulation errors such as lisps will often get overlooked as they are not priorities when looking at the child as a whole.
The Central Concern of Autism
If you are a parent of a child with autism or a professional working with these children I am sure you realize the importance of getting the right and the best speech language pathologist you can find.
While these children definitely have other significant issues that need to be addressed by other experts, we can all agree that communication is the central concern in autism spectrum disorders.
Source: http://www.speechlanguagefeeding.com/autism-affects-speech-language-eating/
How Autism Affects Communication
Children with autism often are self-absorbed and seem to exist in a private world where they are unable to successfully communicate and interact with others. Children with autism may have difficulty developing language skills and understanding what others say to them. They also may have difficulty communicating nonverbally, such as through hand gestures, eye contact, and facial expressions.
Not every child with an autism spectrum disorder will have a language problem. A child’s ability to communicate will vary, depending upon his or her intellectual and social development. Some children with autism may be unable to speak. Others may have rich vocabularies and be able to talk about specific subjects in great detail. Most children with autism have little or no problem pronouncing words. The majority, however, have difficulty using language effectively, especially when they talk to other people. Many have problems with the meaning and rhythm of words and sentences. They also may be unable to understand body language and the nuances of vocal tones.
Below are some patterns of language use and behaviors that are often found in children with autism.
Some children with autism speak in a high-pitched or singsong voice or use robot-like speech. Other children with autism may use stock phrases to start a conversation. For example, a child may say “My name is Tom,” even when he talks with friends or family. Still others may repeat what they hear on television programs or commercials.
How are the speech and language problems of autism treated?If a doctor suspects a child has autism or another developmental disability, he or she usually will refer the child to a variety of specialists, including a speech-language pathologist. This is a health professional trained to treat individuals with voice, speech, and language disorders. The speech-language pathologist will perform a comprehensive evaluation of the child’s ability to communicate and design an appropriate treatment program. In addition, the pathologist might make a referral for audiological testing to make sure the child’s hearing is normal.
Teaching children with autism how to communicate is essential in helping them reach their full potential. There are many different approaches to improve communication skills in a child with autism. The best treatment program begins early, during the preschool years, and is tailored to the child’s age and interests. It also will address both the child’s behavior and communication skills and offer regular reinforcement of positive actions. Most children with autism respond well to highly structured, specialized programs. Parents or primary caregivers as well as other family members should be involved in the treatment program so it will become part of the child’s daily life.
For some younger children, improving verbal communication is a realistic goal of treatment. Parents and caregivers can increase a child’s chance of reaching this goal by paying attention to his or her language development early on. Just as toddlers learn to crawl before they walk, children first develop pre-language skills before they begin to use words. These skills include using eye contact, gestures, body movements, and babbling and other vocalizations to help them communicate. Children who lack these skills may be evaluated and treated by a speech-language pathologist to prevent further developmental delays.
For slightly older children with autism, basic communication training often emphasizes the functional use of language, such as learning to hold a conversation with another person, which includes staying on topic and taking turns speaking.
Experts estimate that as many as 25 percent of all children with autism may never develop verbal language skills. For some of these children, the goal may be to acquire gestured communication, such as the use of sign language. For others, the goal may be to communicate by means of a symbol system in which pictures are used to convey thoughts. Symbol systems can range from picture boards or cards to sophisticated electronic devices that generate speech through the use of buttons that represent common items or actions.
Source: http://www.nidcd.nih.gov/health/voice/pages/autism.aspx